Sample Personality Traits Proposal by nur18505

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									Syllabus for
Personality Traits and Personality Disorders
Psychology 650, section 13 (3 credit hours), CRN 27739
Psychology 450, section TBA (3 credit hours), CRN TBA

Instructor:    Geoffrey Miller
Where:         Logan Hall B15 (basement level)
When:          Wednesdays 2:00 – 4:30 pm

Overview
        This new course considers human individual differences, personality traits, and
personality disorders. We will focus on psychometrically validated dimensional
constructs that show life-course stability, cross-cultural universality, and genetic
heritability – especially the ‘Big Five’ traits of openness, conscientiousness, extraversion,
agreeableness, and neuroticism. This course would be most appropriate for advanced
undergraduates, or graduate students in psychology, biology, or anthropology who are
interested in individual differences and mental health. The course will emphasize the
benefits of including standard personality measures in almost all types of empirical
psychology research and clinical assessment.

The course will cover:
  The nature and measurement of personality
  The genetics of personality
  The stability of personality across the life-course and across situations
  The social and moral psychology of personality
  Personality, culture, and sex differences
  Personality, stress, and physical health
  Dimensional vs. categorical models of personality disorders
  Relations between normal personality traits, personality disorders, and ‘Axis I’
        disorders
  Schizotypal personality disorder and the schizophrenia spectrum
  Antisocial personality disorder, psychopathy, and criminality
  Narcissistic personality disorder
  Borderline personality disorder
  Personality assessment and what it predicts
  In less depth, we’ll also give some attention to schizoid, paranoid, histrionic, avoidant,
        and dependent personality disorders.

Course mechanics
          We will meet once a week for two and a half hours. I expect punctuality.
There will be a 10-15 minute break about half way through each meeting. If you have to
miss a class for any reason, please let me know by email as soon as you know you’ll be
absent. Unexplained absences will reduce your grade.
          The course readings will require about 3 hours per week outside class, and will
include selections from the textbook, plus some recent journal papers – which will be
available as pdf files from Centennial Science Library electronic reserves.
Required textbook:
Matthews, G., Deary, I. J., & Whiteman, M. C. (2004). Personality traits (2nd Ed.).
        Cambridge U. Press. [paperback c. $33 from UNM bookstore, amazon.com,
        half.com, etc.].

Grading
 60%: one three-stage term paper, APA format, c. 5,000 words (20 pages double
      spaced): 10% for initial abstract and outline, 20% for rough draft, 30% for final
      draft, to be completed in successive months
 40%: class attendance, participation, and prepared comments on readings
 no exams

Instructors’ contact details:
Dr. Geoffrey Miller, Assistant Professor
Psychology, Logan Hall 160
University of New Mexico, Albuquerque, NM 87131-1161, USA
(505) 277-1967 (office)
(505) 277-1394 (dept fax)
gfmiller@unm.edu
http://www.unm.edu/~psych/faculty/gmiller.html
Office hours: Wednesdays, 11 am to noon, Logan Hall 160
If you can’t make office hours and you have a question, please call or email.

Grading: depends on three kinds of work for this course
 40%: class attendance, participation and preparation and presentation of xeroxed
      comments on the readings. I expect regular attendance, knowledge of assigned
      readings, active participation, intellectual engagement, and well-prepared
      presentations concerning the readings. Each week, 2 to 4 students will be
      assigned to lead the discussion of the readings for the following week. Those
      students will be expected to write one page of discussion-provoking ideas and
      issues, and to distribute copies to each student in the class. These one-page
      commentaries should not review the target article or commentaries. Instead, they
      should articulate the student’s own thoughts, reactions, and questions in response
      to the readings.
 60% of grade: one three-stage term paper, APA format, c. 5,000 words (20 pages
      double spaced), methodologically oriented, including a critical assessment of a
      research literature and an outline of a possible study. Extra credit will be given
      for submitting the paper for publication to a reputable journal (e.g. as a theoretical
      note, literature review, etc.). The term paper is due in three stages:
               o     10% for provisional abstract, outline, and bibliography due
                    February 14
               o     20% for revised abstract, detailed outline, and revised
                    bibliography due March 21
               o     30% for final draft due May 2 (last day of class)
 no exams
Reading requirements
           Each week we will read and discuss material from the textbook, journal papers,
and/or other book chapters. Please do not take this course if you cannot commit an
average of two or three hours a week to the readings. The course’s educational benefits
depend on you doing the readings on time, so you can follow and participate in the class
discussion. If you don’t read them, you won’t learn much; if you do read them
attentively, you’ll learn a lot. I expect all of each week’s required readings to be
completed well before class, so you have time to digest them, think about them, compare
and contrast them, and prepare intelligent comments and questions about them. Last-
minute reading will not result in good comprehension or good in-class discussion.

Preparing notes on the assigned readings for each class
           One week before each reading is due to be discussed, I will ask 2 to 4 student
volunteers to each prepare a one-page set of notes, comments, and questions concerning
that reading. I expect each student to volunteer for several such reading analyses
throughout the semester. The quality of these analyses will form a substantial portion of
your class participation grade, which is 40% of your final course grade.
           When it is your week to present a reading, please bring enough copies of your
one-page analysis to distribute to everyone else in the class. Assume that the other
students have read the paper thoroughly and attentively, and want to know what you
think of it. These analyses will serve to initiate class discussion of that reading.
           The one-page analyses should have your name at the top, the date, and the
APA-format reference for each reading as the header for your comments on that reading.
Use numbered lists to identify your specific notes, comments, and questions under each
reading. Please make at least three or four substantive comments on each reading – not
simply summarizing the reading’s main points, but offering some sort of critical analysis
of the reading’s ideas, or comparison to other readings, etc.

Details on the term paper
           This three-step writing assignment determines 60% of your course grade. You
can choose any topic related to the course content and course readings. The final paper
should be about 4,000 to 6,000 words, plus references. I care more about clarity, insight,
research, and the flow of argument than about length per se.
           Please plan to submit the final draft in standard APA (American Psychological
Association) research paper format. This means computer-printed, double-spaced,
single-sided, in 12 point Arial (preferably) or Times Roman font, with a proper title page,
abstract, references, and page numbering. Consult the APA Publication Manual (4th
Edition) for more details.
           My goal is for you to produce a paper that you could turn around and submit to
a decent journal as a review or commentary piece to improve your C.V., and that you
would be proud to submit in an application for a post-doc, tenure-track job, or clinical
internship.
           You’ll get extra credit if you actually submit the term paper for publication in a
reputable journal. Please provide a copy of your submission cover letter.
           To make sure that you are thinking, researching, and writing the paper on a
good schedule throughout the semester, I require the following:

1. February 14: Provisional abstract, outline, and bibliography due. A provisional
topic statement/abstract (one paragraph), provisional outline of paper (about a
page), and provisional bibliography.
           The bibliography should list about 10 to 20 references (not all from the syllabus
here!), that you have actually read, with brief notes about their relevance to your paper. In
the abstract, just let me know what you think you’ll probably write about. If you change
your mind, no problem, just tell me in an email later. But I want you to have some topic
in mind by this date. Pick a topic that you feel passionate about – you’ll have to live with
it for several months! This topic statement/outline will determine 10% of the course
grade. Late submissions will be penalized.
           After you submit this outline and bibliography, come to our office hours at least
once for my feedback. This is very important; I will try to make sure your paper looks
viable and will try to give you some useful suggestions and references

2. March 21: Revised abstract, detailed outline, and revised, annotated
bibliography due.
            This should be a revised abstract based on our discussion of your topic’s
viability, plus a much more detailed outline of your term paper, clearly showing its
planned structure, and a revised, more complete bibliography. The outline should be a
few pages long, and each outline entry should be a clear, detailed, specific statement, not
just a short, vague phrase. The flow of your paper’s argument should be apparent.
            In the annotated bibliography, use standard APA reference format, and please
note each reference’s relevance to your topic. A good annotation would be “This
critically reviews 18 recent studies of domain-specific disgust effects, emphasizing the
similarities between social disgust and cheater-detection, and between pathogen-
avoidance disgust and nausea.” A bad outline entry would be “Reviews disgust
research”.
            After I get this outline, I will write comments and suggestions on it and return it
to you as soon as I can. This should allow you to submit a really good final draft, and I
hope it will help you improve your writing generally. Late submissions will be
penalized.

3. May 2 (last day of class): Final term paper due.
           This should be a highly polished document in correct format with no spelling or
grammatical errors. It should represent the culmination of three months of research,
thinking, and writing about a topic that passionately interests you. I will try to grade final
drafts by the last day of exams. You will get extra credit for your term paper if you
present documentary evidence (e.g. copy of an acknowledgement letter or email) that you
have submitted it to a reputable journal.

          Structure of the term paper: The ideal paper would include the following
elements:
  Title page: a decent, descriptive, memorable title, and all other information required for
        APA format
  Abstract page: a concise, punchy abstract that interests the reader in your paper
  Introduction: Start with a bang. Pose the problem that interests you, and how you’ll
       approach it. Say where you stand, and why the reader should care. Be specific
       and clear; mix the theoretical and methodological level of discourse with real-life
       examples and issues; know when to be funny and when to be serious.
  Body of the paper: depending on what you’re writing about, this could include a
       literature review, a series of arguments, an overview of relevant ideas and
       research from a related area or field, a series of methodological analyses,
       criticism, and suggestions, or anything that advances your points. If you include
       literature reviews, don’t do generic overviews – review the literature with a
       purpose, critically, as it pertains to your topic.
  Research proposal: ideally, towards the end of your paper, you could sketch out a new
       empirical way to resolve one or more of the issues you’ve raised in your paper.
       This could be a brief outline of an experiment, an observational method, a meta-
       analysis or re-analysis of existing data, or any other method you think would be
       appropriate. If your proposal is good and you’re still around UNM next semester,
       we could go ahead and do the work and publish it!
  Bibliography: Only include things you’ve read. If you haven’t read them and have
       only seen them cited by others, then use the format (name, date; as cited in: name,
       date). If your bibliography includes good, relevant papers and books that I
       haven’t seen before, I will be impressed.



Course schedule: List of assignments, readings, and topics for each class

***************************************
            No assignments before the first class
1: Jan 17   Introduction to the course

***************************************
        Read before class:
                   Matthews Ch. 1 (all), pp. 3-38: Introduction to personality traits (36
                             pp)
                   Nettle, D. (2006). The evolution of personality variation in humans
                             and other animals. American Psychologist, 61(6), 622-631.
                             (8 pp text)
                   Krueger, R. F., & Markon, K. E. (2006). Understanding
                             psychopathology: Melding behavior genetics, personality,
                             and quantitative psychology to develop an empirically
                             based model. Current Directions in Psychological Science,
                             15(3), 113-117. (4 pp text)
2: Jan 24     Introduction to personality traits

***************************************
      Read before class:
                    Matthews Ch. 11 (all), pp. 294-324: Introduction to personality
                             disorders (31 pp)
                    Saulsman, L. M., & Page, A. C. (2004). The five-factor model and
                             personality disorder empirical literature: A meta-analytic
                             review. Clinical Psychology Review, 23 (8), 1055-1085.
                             (27 pp text)
                    Cramer, V., Torgersen, S., & Kringlen, E. (2006). Personality
                             disorders and quality of life: A population study.
                             Comprehensive Psychiatry, 47(3), 178-184. (6 pp text)
3: Jan 31      Introduction to personality disorders

***************************************
         Read before class:
                  Matthews Ch. 6 (all), pp. 135-165: Genetics of personality (31 pp)
                  Penke, L., Denissen, J. J., & Miller, G. F. (in press for European J. of
                            Personality). The evolutionary genetics of personality. (24
                            pp text)
4: Feb 7     Genetics of personality traits

***************************************
       Read before class:
                    Matthews Ch. 3 (all), pp. 58-76: Trait stability across life (19 pp)
                    Matthews Ch. 4 (all), pp. 77-111: Stable traits and transient states (35
                              pp)
                    McGlashan, T. H., et al. (2005). Two-year prevalence and stability
                              of individual DSM-IV criteria for schizotypal, borderline,
                              avoidant, and obsessive-compulsive personality disorders:
                              Toward a hybrid model of axis II disorders. American J. of
                              Psychiatry, 162(5), 883-889. (6 pp text)
               Provisional abstract & outline due
5: Feb 14      Stable traits vs. transient states
 (Valentine’s day!)

***************************************
       Read before class:
                  Matthews Ch. 2 (all), pp. 39-52: Persons & situations (14 pp)
                  Matthews Ch. 8 (part), pp. 204-210, 227-237: Social psychology of
                            personality (18 pp)
                  Miller, G. F. (in press). Sexual selection for moral virtues. Quarterly
                            Review of Biology. (23 pp text)
6: Feb 21    The social and moral psychology of personality

***************************************
      Read before class:
                 Matthews Ch. 2 (all), pp. 52-57: Cross-cultural universals (5 pp)
                 Wakefield, J. C. (2006). Personality disorder as harmful dysfunction:
                            DSMs cultural deviance criterion reconsidered. J. of
                            Personality Disorders, 20(2), 157-169. (12 pp text)
                  Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender
                            differences in personality traits across cultures: Robust and
                            surprising findings. J. of Personality and Social
                            Psychology, 81(2), 322-331. (9 pp text)
7: Feb 28     Personality, culture, and sex differences

***************************************
       Read before class (51 pp total):
                  Matthews Ch. 10 (all), pp. 273-293: Personality and health (20 pp)
                  Ellis, B. J., Jackson, J. J., & Boyce, W. T. (2006). The stress
                             response systems: Universality and adaptive individual
                             differences. Developmental Review, 26(2), 175-212. (32 pp
                             text)
                  Kessler, R. C., et al. (2003). Comorbid mental disorders account for
                             the role impairment of commonly occurring chronic
                             physical disorders: Results from the National Comorbidity
                             Survey. J. of Occupational and Environmental Medicine,
                             45(12), 1257-1266. (9 pp text)
8: March 7    Personality, stress, and physical health

***************************************

       (Spring Break March 12-16: No UNM classes)

***************************************
       Read before class:
                  Krueger, R. F. (2005). Continuity of axes I and II: Toward a unified
                            model of personality, personality disorders, and clinical
                            disorders. J. of Personality Disorders, 19(3), 233-261. (24
                            pp text)
                  Skodol, A. E., et al. (2005). Dimensional representations of DSM-IV
                            personality disorders: Relationships to functional
                            impairment. American J. of Psychiatry, 162(10), 1919-
                            1925. (6 pp text)
                  Markon, K. E., & Krueger, R. F. (2005). Categorical and continuous
                            models of liability to externalizing disorders - A direct
                            comparison in NESARC. Archives of General Psychiatry,
                            62(12), 1352-1359. (7 pp text)
                  Fossati, A., et al. (2006). Confirmatory factor analyses of DSM-IV
                            cluster C personality disorder criteria. J. of Personality
                            Disorders, 20(2), 186-203. (7 pp text)
             Revised abstract & detailed outline due
9: March 21 Dimensional vs. categorical models of personality disorders
***************************************
      Read before class:
                 Kendler, K. S., et al. (2006). Dimensional representations of DSM-
                           IV Cluster A personality disorders in a population-based
                           sample of Norwegian twins: a multivariate study.
                           Psychological Medicine, 36(11), 1583-1591. (8 pp text)
                 Matthews Ch. 12 (part), pp. 350-354: Personality, intelligence,
                           creativity (5 pp)
                 Shaner, A., Miller, G. F., & Mintz, J. (2004). Schizophrenia as one
                           extreme of a sexually selected fitness indicator.
                           Schizophrenia Research, 70(1), 101-109. (9 pp)
                 Nettle, D., & Clegg, H. (2006). Schizotypy, creativity, and mating
                           success in humans. Proc. Royal Soc. London B, 273(1586),
                           611-615. (5 pp)
10: March 28 Schizotypal Personality Disorder

***************************************
       Read before class:
                  Hare, R. F. (2006). Psychopathy: A clinical and forensic overview.
                            Psychiatric Clinics of North America, 29(3), 709-724. (13
                            pp text)
                  Raine, A. (2002). Biosocial studies of antisocial and violent behavior
                            in children and adults: A review. Journal of Abnormal
                            Child Psychology, 30(4), 311-326. (13 pp text)
                  Cale, E. M., & Lilienfeld, S. O. (2002). Histrionic personality
                            disorder and antisocial personality disorder: Sex-
                            differentiated manifestations of psychopathy? J. of
                            Personality Disorders, 16(1), 52-72. (18 pp text)
11: April 4   Antisocial Personality Disorder I

***************************************
       Read before class:
                  Fazel, S., & Danesh, J. (2002). Serious mental disorders in 23,000
                             prisoners: A systematic review of 62 surveys. Lancet,
                             359(9306), 545-550. (5 pp text)
                  Troisi, A. (2005). The concept of alternative strategies and its
                             relevance to psychiatry and clinical psychology.
                             Neuroscience and Biobehavioral Reviews, 29(1), 159-168.
                             (8 pp text)
                  Carey, G., & Gottesman, I. (2006). Genes and antisocial behavior:
                             Perceived versus real threats to jurisprudence. J. of Law,
                             Medicine, and Ethics, 34(2), 342-352. (9 pp text)
                  Sapolsky, R. M. (2004). The frontal cortex and the criminal justice
                             system. Phil. Transactions Royal Soc. London B,
                             359(1451), 1787-1796. (8 pp text)
12: April 11 Antisocial Personality Disorder II
***************************************
       Read before class:
                  Baumeister, R. F., et al. (2003). Does high self-esteem cause better
                             performance, interpersonal success, happiness, or healthier
                             lifestyles? Psychological Science, Supplement, 1-44 (39 pp
                             text).
                  Vazire, S., & Funder, D. C. (2006). Impulsivity and the self-
                             defeating behavior of narcissists. Personality and Social
                             Psychology Review, 10(2), 154-165. (10 pp text)
                  Foster, J. D., Shrira, I., & Campbell, W. K. (2006). Theoretical
                             models of narcissism, sexuality, and relationship
                             commitment. J. of Social and Personal Relationships,
                             23(3), 367-386. (18 pp text)
13: April 18 Narcissistic Personality Disorder

***************************************
       Read before class:
                  Lieb, K., et al. (2004). Borderline personality disorder. Lancet,
                            364(9432), 453-461. (7 pp text)
                  Skodol, A. E., et al. (2002). The borderline diagnosis I:
                            Psychopathology, comorbidity, and personality structure.
                            Biological Psychiatry, 51(12), 936-950. (11 pp text)
                  Gunderson, J. G., et al. (2006). Descriptive and longitudinal
                            observations on the relationship of borderline personality
                            disorder and bipolar disorder. American J. of Psychiatry,
                            163(7), 1173-1178. (5 pp text)
                  Boggs, C. D., et al. (2005). Differential impairment as an indicator of
                            sex bias in DSM-IV criteria for four personality disorders.
                            Psychological Assessment, 17(4), 492-496. (5 pp text)
14: April 25 Borderline Personality Disorder

***************************************
      Read before class:
                  Matthews Ch. 13 (all), pp. 357-390: Personality assessment (34 pp)
                  Judge, T. A., Heller, D., Mount, M. K. (2002). Five-factor model of
                             personality and job satisfaction: A meta-analysis. J. of
                             Applied Psychology, 87(3): 530-541. (7 pp text).
                  Ozer, D. J., & Benet-Martinez, V. (2006). Personality and the
                             prediction of consequential outcomes. Annual Review of
                             Psychology, 57, 401-421. (16 pp text)
            Complete ICES course ratings in class
            Final term paper due
15: May 2    Assessment and prediction
            (last class; no exams)

								
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